Fostering Conceptual Change by Cognitive Conflict Based Instruction on Students' Understanding of Heat and Temperature Concepts
By Mustafa Başer. 2006
135 citations recorded by the source corpus.
The purpose of this study was to investigate the effectiveness of cognitive conflict based physics instruction over traditionally designed physics instruction on preservice primary school teachers at grade 2. The subjects were 82 (27 boys, 55 girls) second grade pre-service teachers in two classes. One of the classes (42 students) was randomly assigned as experimental and the other class (40 students) assigned as control group. Both groups were taught by the same instructor. While the experimental group received cognitive conflict based physics instruction, control group were taught by traditionally designed physics instruction. The data were obtained through Thermal Concept Evaluation test (TCE). Prior to instruction, students in both groups were pre-tested by TCE in order to determine their initial understanding of heat and temperature at the beginning of instruction. The same tests were applied as posttest after the instruction. Independent samples t-test on pre-test scores showed that there was no statistical significant difference between experimental and control group at the beginning of the instruction in terms of understanding of heat and temperature concepts. ANCOVA results showed that mean scores on the post-TCE of students in experimental group were significantly higher than those of the control group. While interaction between gender difference and treatment made a significant contribution to the variation in achievement, gender difference did not.
Subfields: Computer Networks and Communications, Education, Safety Research
View Paper: https://www.semanticscholar.org/paper/4fa3f91024676ed50b402d6ff4bcf6f2e95f0bbb
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Citations in the corpus
- Learning Science through the PDEODE Teaching Strategy: Helping Students Make Sense of Everyday Situations. (2008, result): “These findings are consistent with respect to the research literature on conceptual change in various topics (e.g. Başer, 2006; Case & Fraser, 1999; Chiu et al, 2002; Niaz, 2002; Çalık et al, 2007; Dilber & Düzgün, 2007).”
- The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science Classrooms (2013, background): “Baser (2006) found that preservice second grade teachers exposed to a cognitive-conflict physics curriculum scored 60.7% correct on a posttest dealing with understanding heat and temperature, while a control group attained only 40.9% (pretest scores were 32.2% and 30.2%, respectively).”